23 SES 13 D, Educating Europeans? Mobilisation as Education? Paradoxes and Contradictions of the Politics of Education through Europe
We contribute on the social reality of Spanish migrants. Qualifications play a critical role in determining the minimum level of knowledge, skills and competencies required for an occupation. However little attention has been paid to the conditions and transversal competencies to enter an occupation. Most frequently demanded competencies are language skills, IT skills and so-called soft skills. What happens when the person has the core skills in terms of qualifications but not the transversal competencies needed to work in another country as language skills or cultural diversity management, among others? These questions lead to the reflection of the way universities prepare graduate students for the requirement of the European labor market: Is there a European labour market or are there several unconnected national labour markets? Do higher education institutions provide graduates with the required competencies? REFLEX project (2005) informed that Spanish graduates considered their levels of competence matched their current job requirements well, although foreign language competence was underused. Could we consider the actual Spanish migration as an open door of a new, more Europeanized, Spanish generation? Is the new migration encouraging Spanish to move around the European Union, learning new languages and exploring different cultures through gaining more soft-competencies?
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